The impact of institutional choice and environments on African-American and white students' degree expectations

This study examines the effects of individual characteristics, institutional characteristics and experiences, and financial aid measures on African-American and white college students' degree aspirations. The main theoretical foundations for this study are the status attainment models developed in the early 1970s and Weidman's (1989) model of undergraduate socialization. The study used the Beginning Postsecondary Students (BPS:90/92) data set, and the findings show that regression models between the two groups have many similarities: Students' aspirations are mostly the result of socioeconomic factors, initial degree aspirations, and institutional characteristics. Financial aid measures are not significant predictors of aspirations for African-American students, although work study awards and fewer hours per week spent working significantly affect white students' aspirations. There are quite a few differences between the groups' regression models. For instance, intellectual self-confidence has opposite effects on aspirations for African-American and white students. African-American enrollment and faculty contact positively affect African-American students' aspirations, while tuition cast and peer contact have positive effects on white students' aspirations.